Real World Science: Sound - NHPTV

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Real World Science: SoundINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING REAL WORLD SCIENCE: SOUND

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19REAL WORLD SCIENCE: SOUND—Review Questions . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Which One? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Sound Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 2001 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 2001 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


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VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 2001 AIMS Multimedia Real World Science: Sound11

OBJECTIVES

Real World Science: SoundTHEMESReal World Science: Sound exploreshow sounds are produced andinterpreted by humans and otheranimals. It discusses the basicprinciples of sound, includingamplitude and frequency. In addition,the program explores how soundtravels through various mediums,including air and water.

OVERVIEWSound is produced by a type ofmovement called vibration. Thismovement is a form of energy thatmoves molecules in waves. Soundcan travel through any medium,although it travels more quicklythrough solids than liquids. Soundwaves are actually a special type ofwave known as longitudinal. Thesewaves move back and forth like aspring. The molecules are squeezedtogether in an area of compression,while they are stretched apart in anarea of rarefaction. The high pointsof a wave are known as crests andthe low points are called troughs.Amplitude, frequency and wave-length are properties that describe asound wave and its resulting sound.

To better understand decibels,amplitude, frequency and wave-length.

To discuss how vibrations pro-duce sound and how sound trav-els through air and othermediums.

To examine how animals useecholocation to survive.

To explore how the human bodytranslates vibrations into sounds.

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12© Copyright 2001 AIMS Multimedia Real World Science: Sound

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMSound is everywhere. We hearsounds as soon as we wake up in themorning, and we continue to hear amixture of sounds all day long.Voices, music, bells and motors arejust some of the things we hear. All ofthese sounds are produced by amovement called vibration. Moleculesmoving back and forth producewaves of energy. This energy is car-ried to our ears, where tiny organssend signals to our brain. The entireprocess takes only a fraction of a sec-ond. In that short time, differences inpitch and frequency help us deter-mine the source of the sound, givingus information about the worldaround us.

INTRODUCTION TOVOCABULARYBefore starting the program, write thefollowing words on the board. Askthe class to discuss the meaning ofeach word, and review the terms thatare unfamiliar to students.

molecule - smallest part of matter thatstill has the properties of matter

energy - any force which causessomething to act in a new way

sound - energy created by the vibra-tion of objects

DISCUSSION IDEASAsk students to think about whatcauses sound. Why are sounds pro-duced? How do they travel from anobject to our ears? Why do we knowthe difference between a bell and ashout?

FOCUSAs a class, discuss some of the waysthat sound is used by humans. Howwould life be different without sound?In what ways would it be more diffi-cult? Ask the class to keep these ques-tions in mind as they being theprogram.


JUMP RIGHT IN

Preparation

Read Real World Science: SoundThemes, Overview, andObjectives to become familiarwith program content and expec-tations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing REAL WORLD SCIENCE:SOUND

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students view RealWorld Science: Sound togetheror in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing REAL WORLDSCIENCE: SOUND

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE REAL WORLD SCIENCE: SOUND AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Writing

Sound has fascinated scientists for centuries. Students may recognize the names of scientistswho have contributed to our knowledge of sound. Several of these names have been added toour vocabulary, describing principles related to sound.

Ask students to choose a person from the list below. Have each student write a one-page sum-mary of their chosen person’s contributions to the study of sound. Encourage students to uselibrary books and encyclopedia articles to learn more about their chosen subjects.

Alexander G. BellEmile BerlinerThomas A. EdisonHermann HelmholtzErnst Mach

Meeting Individual Needs

Ask students to name an example of each type of sound listed below. Encourage them toexplain their answers.

• sound with a high frequency (examples should include high-pitched sounds, like a whistle)

• sound with a low frequency (examples should include low-pitched sounds, like a tuba)

• sound with a high amplitude (examples should include loud sounds, like an airplane)

• sound with a low amplitude (examples should include soft sounds, like a whisper)

Extended Activity

Discuss the Doppler effect with students. When a train passes by, the pitch of the train’s whis-tle seems to drop. Why does this happen? As the train approaches, more sound waves are hit-ting your ear. The waves are crowded together or compressed. When the train passes, thewaves get farther apart. This makes the pitch of the whistle appear to change. Actually, thesound of the whistle does not change. This is called the Doppler effect.

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Hands On

Ask students to perform the following simple experiments.

Place a watch or small clock face down on a table. Press your ear to the table. What do youhear? What does this prove about sound? (You will hear the tick of the watch or clock. Thisproves that sound can travel through a solid substance.)

Make a tin-can telephone. Tape each end of a long piece of twine to the bottom of a used tincan. (Be sure to use cans that have no sharp edges.) Ask a friend to take one can while youtake the other. Stretch the string until it makes a straight line. Talk quietly into the open end ofone can while a friend listens to the open end of the other can. What happens? How does thesound travel from one can to another? (Vibrations from your voice travel down the string tothe other can.)

Link to the World

We use sounds in many ways. Alarm clocks wake us up. Bells tell us when class is over. Musicentertains us, and voices help us recognize each other.

One type of sound, known as ultrasound, has proven to be especially useful to humans.Ultrasound vibrates at a frequency too high for humans to hear. Ultrasonic waves can befocused and directed to a particular spot. Sonar uses ultrasonic waves to detect submarinesand other objects in the ocean. Manufacturers use ultrasound to detect cracks and other flawsin furniture, cars and machines. Ultrasonic waves can also be used to break down germs inmilk, a process called pasteurization. Doctors can use ultrasonic waves to treat diseases, ster-ilize surgical instruments, and view the inside of the body.

Connection to Science

Humans produce sound by breathing out and flexing the muscles that surround the vocal cords.The cords are membranes that vibrate, and therefore make sound waves, when air flows pastthem. We can change the pitch of our voice by changing the tightness of the muscles near ourvocal cords.

Animals make sounds in many different ways. Some have vocal cords that produce sound ina way similar to humans. Others use various body parts to produce sound. The cricket rubs itswings together to produce a chirping noise. Bumblebees buzz because their wings vibrate inthe air. Ask each student to choose a favorite animal. Have them use library books to investi-gate how the animal produces sound. Some good choices include dolphins, birds, dogs, catsand snakes.

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SCIENCE


Critical Thinking

An echo occurs when sound waves strike a surface with a density different than the surround-ing air. A good example is a brick wall. If we shout at a brick wall, we hear our voice a firsttime, then again as it bounces off the wall and back to our ears. However, as we move closerto the wall, the echo disappears. What could be the reason?

Ask students to practice hearing the echo of their voices by shouting at a distant wall. As theymove closer to the wall, what happens? Does the echo arrive sooner or later? How could thisbe related to the disappearance of the echo at a close distance?

(ANSWER: As we move closer to a wall, an echo arrives more quickly. Eventually, the echodisappears. The sensation of a sound only lasts for one-tenth of a second. If an echo is madewithin one-tenth of a second, our ears cannot distinguish between the two sounds. Instead, thesounds are combined into one louder sound. If we are too close to a surface, there is no timefor the echo to travel back to our ears and produce a separate sound.)

Connection to Art

Study a diagram of the outer, middle and inner ear with the class. Discuss each part of the earand its function, including:

• the auricle—the fleshy part of the outer ear that collects sound waves

• the eardrum—membrane that vibrates when sound waves reach it

• the hammer and anvil—tiny bones that carry sound waves to the inner ear

• the stirrup—tiny bone that moves in and out of the cochlea like a plunger

• the cochlea—coiled organ filled with fluid; sends sound messages to the brain

Culminating Activity

Ask students to spend a day thinking about and recording the sounds around them. Have themkeep a record of the sounds they notice in a Sound Diary. How many sounds do they hear inan average day? Which sounds are the most noticeable? Which are the least? Which soundsare the most common? Which sounds are helpful?

After they have created a Sound Diary, ask students to write a short paper describing howimportant sound is to them. What would life be like without sound?

NOTE: Students who are hearing challenged should be encouraged to focus on another sense.For instance, they may want to create a Sight Diary.

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ART

Name

VOCABULARY

The following terms are from Real World Science: Sound. Fill in the number of each term next toits closest definition.

1. vibration2. eardrum3. Hertz4. longitudinal5. amplitude

___ property that describes how loud or soft a sound is

___ measurement of the distance between two high points or low points on a wave

___ property of sound that measures the number of waves passing a certain point in a given period of time

___ type of wave that moves back and forth, like a spring

___ unit of measurement used to measure amplitude

___ movement of an object or an object’s molecules, either back and forth or up and down

___ special device used to detect objects in deep waters

___ process used by animals to locate objects using echoes

___ organ that receives vibrations and sends information about those vibrations to the brain

___ unit of measurement used to measure frequency


6. decibel7. wavelength8. frequency9. echolocation

10. sonar


Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Sound is produced by a type of movement called ___1___ . This movement is a form of energy thatmoves ___2___ in the form of waves. Sound can travel through any medium, although it travels morequickly through ___3___ than liquids. Sound waves are actually a special type of wave known as___4___ . These waves move back and forth like a ___5___ . The molecules are squeezed togetherin an area of ___6___ , while they are stretched apart in an area of ___7___ . The high points of awave are known as ___8___ and the low points are called ___9___ . ___10___ is the property thatdescribes how loud or soft a sound is, and it is measured by the height of a sound wave.

1. A. oscillation B. vibration C. radarD. fusion

2. A. cells B. light C. molecules D. nerve endings

3. A. gasesB. outer spaceC. airD. solids

4. A. longitudinal B. supersonicC. compressedD. lateral

5. A. spinning topB. spring C. pendulumD. leaf blowing in the wind

6. A. rarefaction B. amplitude C. compression D. longitude

7. A. rarefaction B. frequency C. vibrationD. compression

8. A. Hertz B. crests C. ampsD. decibels

9. A. troughs B. echoesC. subregions D. sonars

10. A. frequency B. amplitude C. mediumD. wavelength

Name

REAL WORLD SCIENCE: SOUNDReview Questions

Answer the following questions based on what you learned in the program Real World Science:Sound.

1. Why do sounds travel faster in warm air than in cold air?

2. How do bats use echolocation to “see” where they are going?

3. What happens when sound waves reach the eardrum?

4. Why is there no sound in outer space?

5. What is amplitude and how is it measured?

6. What is frequency and how is it measured?

7. What is sonar and how is it used?



Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Amplitude determines the pitch of a sound.

2. ___ When a sound is over 120 decibels, the sensation of sound is replaced by the sensationof pain.

3. ___ Humans can hear sounds with much higher frequencies than the sounds heard by dogs.

4. ___ Bats navigate using a process known as echolocation.

5. ___ The quality of a medium that describes how quickly molecules move against each other is known as elasticity.

6. ___ The colder a medium gets, the faster sound will travel through it.

7. ___ In outer space, there is no sound because the air is too dense.

8. ___ A longitudinal wave moves back and forth like a spring.

9. ___ The high points of a wave, called troughs, represent the rarefactions of the wave.

10. ___ Wavelength is the measurement of the distance between two high points or low points ona wave.

Name

WHICH ONE?

Circle the correct choice for each question below.

1. Which sound has a higher pitch? birdsong lion’s roar

2. In which medium does sound travel faster? steel hydrogen

3. Which sound has a lower amplitude? a whisper a trumpet

4. Which sound has a higher frequency? a flute a tuba

5. Which sound has a lower pitch? a gong a whistle

6. In which medium does sound travel more slowly? air water

7. Which frequency can be heard by bats, but not by humans? 45,000 Hertz 15,000 Hertz

8. Which sound is in the threshold of sensation? 70 decibels 140 decibels

9. Which sound has a higher sound wave? an airplane a telephone

10. In which medium does sound travel more quickly? warm air cold air



Name

SOUND PUZZLE

S_____________________

O_____________________

U______________________

N_____________________

D______________________

W______________________

A_____________________

V_____________________

E____________________

S_____________________

There is no sound in outer ______ because there is no air for soundwaves to travel through.

Many sounds with a frequency ______ 20,000 Hertz can be heardby animals, such as dogs and bats.

Sounds with a frequency ______ 20 Hertz cannot be heard byhumans.

______ carry sound wave signals from the inner ear to the brain.

______ is a way to describe how closely molecules are packedtogether.

Sound travels in longitudinal ______ .

The loudness or softness of a sound is known as its ______ .

______ is the movement of an object back and forth or up anddown.

The ______ is a tiny organ that turns sound waves into signals thattravel to the brain.

Any object that travels faster than the speed of sound is called______ .

L B K O B Z M U I D E M

F P L D X O L W D Z C C

R W A V E L E N G T H O

E H M K H V M G B H O M

Q M P Z G O A L N M L P

U C L I P M C W T Q O R

E O I P T T G Y D X C E

N G T C W C V O H R A S

C K U N K X H M K Y T S

Y A D X A Y N S B M I I

N L E N D P H O K R O O

R A R E F A C T I O N N

Name

WORD SEARCH

Each word below was discussed in the program. Write the definition of each word, using a dictio-nary for words that are unfamiliar. Then circle each word you find in the word search. They maybe arranged horizontally, vertically, diagonally, forward or backward.

wavelength - the measurement of the distance between two high or low points on a wavemedium - any solid, liquid or gascompression - place in a sound wave where molecules are squeezed togetherrarefaction - place in a sound wave where molecules are stretched apart amplitude - describes how loud or soft a sound isfrequency - number of sound waves that pass a certain point during a given time periodecholocation - process of using echoes to navigate or locate objectspitch - the highness or lowness of a pitch


© Copyright 2001 AIMS Multimedia Real World Science: Sound

Name

TEST

Circle the phrase which best answers each question.

1. Sound is energy created by movements known as:

• ions. • mediums.• Hertz.• vibrations.

2. Sound travels through the air in the form of a wave.

• ultraviolet• radio• longitudinal • sonar

3. In outer space, there is no sound because:

• there is no medium to carry sound waves.• the air temperature is too cold.• it is too dark for sound waves to travel.• the atmosphere is too dense.

4. In a sound wave, there are areas of compression and areas of:

• rarefaction. • echolocation.• polarity.• transference.

5. The loudness or softness of a sound is known as its:

• frequency.• pitch.• amplitude. • wavelength.

25

Name

TEST (CONTINUED)

6. At 120 decibels, the sensation of sound is replaced by the sensation of:

• pitch.• supersonic sound.• silence.• pain.

7. Frequency determines pitch, which is:

• the distance between two high points or low points on a wave.• the highness or lowness of a sound. • the size of a sound wave. • the loudness of a sound.

8. Bats navigate by using a process known as:

• the Doppler effect.• oscillation.• circumnavigation.• echolocation.

9. Sound travels more slowly when a medium becomes:

• warmer. • colder. • more dense.• less elastic.

10. Objects that travel faster than the speed of sound are called:

• harmonic.• supersonic. • stereophonic.• amplified.



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

#2570 - Real World Science: Electricity#2571 - Real World Science: Scientific Method#2572 - Real World Science: Magnetism#2569 - Real World Science: Matter - Solids, Liquids and Gases

ANSWER KEY for page 18


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10. sonar



VOCABULARY













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REAL WORLD SCIENCE: SOUNDReview Questions

Answer the following questions based on what you learned in the program Real World Science:Sound.

1. Why do sounds travel faster in warm air than in cold air? Warm molecules move and bounce off each other more quickly than cold molecules.

2. How do bats use echolocation to “see” where they are going?Bats make a high-pitched noise that bounces off of other objects, making an echo. By listening to the echoes, the bats can determine their distance from objects and what the objects are.

3. What happens when sound waves reach the eardrum?The eardrum turns the sound waves into signals that are carried by nerves to the brain. The brain interprets the signals into specific sounds.

4. Why is there no sound in outer space?Most of outer space is empty, with no air or other mediums. Sound waves cannot travel unless they are carried by the molecules of a medium.

5. What is amplitude and how is it measured?Amplitude describes how loud or soft a sound is. Amplitude is measured by the height ofa sound wave. The unit of measurement used for amplitude is the decibel.

6. What is frequency and how is it measured?Frequency is the number of sound waves that pass a certain point in a given time. Frequency determines a sound’s pitch—the highness or lowness of a sound. Frequency ismeasured in Hertz.

7. What is sonar and how is it used?Sonar (Sound Navigation And Ranging) is a device used by scientists, sailors and others to navigate and to locate objects in deep water. A signal is sent into the water. When it hits an object, the signal bounces back to the source. By knowing the speed of sound, scientists can calculate the size of the object and how far away it is.



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Amplitude determines the pitch of a sound.

2. ___ When a sound is over 120 decibels, the sensation of sound is replaced by the sensationof pain.

3. ___ Humans can hear sounds with much higher frequencies than the sounds heard by dogs.

4. ___ Bats navigate using a process known as echolocation.

5. ___ The quality of a medium that describes how quickly molecules move against each other is known as elasticity.

6. ___ The colder a medium gets, the faster sound will travel through it.

7. ___ In outer space, there is no sound because the air is too dense.

8. ___ A longitudinal wave moves back and forth like a spring.

9. ___ The high points of a wave, called troughs, represent the rarefactions of the wave.

10. ___ Wavelength is the measurement of the distance between two high points or low points ona wave.

F

T

F

T

T

F

F

T

F

T



WHICH ONE?

Circle the correct choice for each question below.

1. Which sound has a higher pitch? birdsong lion’s roar

2. In which medium does sound travel faster? steel hydrogen

3. Which sound has a lower amplitude? a whisper a trumpet

4. Which sound has a higher frequency? a flute a tuba

5. Which sound has a lower pitch? a gong a whistle

6. In which medium does sound travel more slowly? air water

7. Which frequency can be heard by bats, but not by humans? 45,000 Hertz 15,000 Hertz

8. Which sound is in the threshold of sensation? 70 decibels 140 decibels

9. Which sound has a higher sound wave? an airplane a telephone

10. In which medium does sound travel more quickly? warm air cold air



SOUND PUZZLE

S_____________________

O_____________________

U______________________

N_____________________

D______________________

W______________________

A_____________________

V_____________________

E____________________

S_____________________

pace

ver

nder

erves

ensity

aves

mplitude

ibration

ardrum

upersonic

There is no sound in outer ______ because there is no air for soundwaves to travel through.

Many sounds with a frequency ______ 20,000 Hertz can be heardby animals, such as dogs and bats.

Sounds with a frequency ______ 20 Hertz cannot be heard byhumans.

______ carry sound wave signals from the inner ear to the brain.

______ is a way to describe how closely molecules are packedtogether.

Sound travels in longitudinal ______ .

The loudness or softness of a sound is known as its ______ .

______ is the movement of an object back and forth or up anddown.

The ______ is a tiny organ that turns sound waves into signals thattravel to the brain.

Any object that travels faster than the speed of sound is called______ .



L B K O B Z M U I D E M

F P L D X O L W D Z C C

R W A V E L E N G T H O

E H M K H V M G B H O M

Q M P Z G O A L N M L P

U C L I P M C W T Q O R

E O I P T T G Y D X C E

N G T C W C V O H R A S

C K U N K X H M K Y T S

Y A D X A Y N S B M I I

N L E N D P H O K R O O

R A R E F A C T I O N N

WORD SEARCH

Each word below was discussed in the program. Write the definition of each word, using a dictio-nary for words that are unfamiliar. Then circle each word you find in the word search. They maybe arranged horizontally, vertically, diagonally, forward or backward.

wavelength - the measurement of the distance between two high or low points on a wavemedium - any solid, liquid or gascompression - place in a sound wave where molecules are squeezed togetherrarefaction - place in a sound wave where molecules are stretched apart amplitude - describes how loud or soft a sound isfrequency - number of sound waves that pass a certain point during a given time periodecholocation - process of using echoes to navigate or locate objectspitch - the highness or lowness of a pitch



TEST

Circle the phrase which best answers each question.

1. Sound is energy created by movements known as:

• ions. • mediums.• Hertz.• vibrations.

2. Sound travels through the air in the form of a wave.

• ultraviolet• radio• longitudinal • sonar

3. In outer space, there is no sound because:

• there is no medium to carry sound waves.• the air temperature is too cold.• it is too dark for sound waves to travel.• the atmosphere is too dense.

4. In a sound wave, there are areas of compression and areas of:

• rarefaction. • echolocation.• polarity.• transference.

5. The loudness or softness of a sound is known as its:

• frequency.• pitch.• amplitude. • wavelength.



TEST (CONTINUED)

6. At 120 decibels, the sensation of sound is replaced by the sensation of:

• pitch.• supersonic sound.• silence.• pain.

7. Frequency determines pitch, which is:

• the distance between two high points or low points on a wave.• the highness or lowness of a sound. • the size of a sound wave. • the loudness of a sound.

8. Bats navigate by using a process known as:

• the Doppler effect.• oscillation.• circumnavigation.• echolocation.

9. Sound travels more slowly when a medium becomes:

• warmer. • colder. • more dense.• less elastic.

10. Objects that travel faster than the speed of sound are called:

• harmonic.• supersonic. • stereophonic.• amplified.

Documents

Real World Science: Sound - NHPTV